Learning Beyond Cognition
Published on 11. June 2007
310 pages
978-87-7684-263-5 (ISBN)
Description
Learning beyond Cognition goes beyond a merely cognitive understanding of learning. The concept denotes the ideological and mental formation of the individual as well as the individual's own shaping of an identity. Learning beyond Cognition expands on the notion of 'Building' and the current debate about citizenship education. The book outlines contemporary educational policies and practices in Europe and other Western countries. The authors analyse dominating discourses and learning practices to identify their social and cultural 'grounding' and potentials. The authors are experienced international scholars. This book is aimed to become an essential resource for researchers, teachers, students and policy-makers who address the current challenges to learning.
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Niels Kryger | Birte Ravn
Learning Beyond Cognition
Book
06/2007
Aarhus University Press
€69.68
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Content
- Intro
- Learning beyond Cognition
- Contents
- Foreword
- Introduction
- Process of modernisation - and new challenges tolearning
- New ideas of efficiency in learning in knowledge society
- The construction of a personal and community-based identity in modern society
- Learning beyond the social processes in schools
- The composition of this book
- References
- Part one: Contextualizing learning beyond cognition in changing Western societies
- Europe as a bazaar - education in the Europeof knowledge
- Introduction: education, knowledge and competencies
- The educational mandate of the 'Europe of Knowledge'
- Europe as a Bazaar: unthinking the 'Europe ofKnowledge'
- The Flag
- Association / themes
- The network
- The bazaar
- In conclusion
- References
- Learning, competency nomads, and post-signifying regimes - on teachers and school in the transition from 'industrial' to 'knowledge' society
- Introduction
- Analytical approach
- The problem
- A history
- Previously: School as a an overcoded signifying regime
- Today: School and learning as post-signifying regimes
- A conceptual experiment
- What does it mean to be a teacher in a largely post-signifying school?
- The transition from professional to competency nomad
- The post-signifying learning regime and its servant, the competency nomad
- Conclusion
- Epistemological issues with practical consequences
- References
- Adult learning in modernity
- Introduction
- Adult education and the politics of learning
- Modernity and educational discourse
- Learning in adulthood
- Professionalism and emotion in teaching
- Conclusion
- References
- Firing a national canon against the global challenge - questions of pedagogy in Denmark
- Canon pedagogy - re-invented
- Two diverse rhetorics of learning
- The global challenge versus nation building
- The 'Container Theory' vs. the cosmopolitan view
- The construction of nation-hood
- Education as a nation-builder
- Canonizing: symbolic activity involving inclusion andexclusion
- Constructing the Danish we-ness - on the basis of thenational cultural heritage
- The idea of pure Danish roots - one people, one culture,one history, one locality and one language
- The dream of re-installing respect - for tradition and authority
- Re-use of an old version of 'Bildung'
- A summary and discussion of the co-existence of the two rhetorics
- A postscript: the 'Mohammed cartoon case': a point of no return for the national canon pedagogy?
- References
- Learning politics beyondcognition - the role of experience and participation inpolitical development
- Introduction
- Civic engagement in context
- A study on the effects of classroom and family climates in adolescents' development
- Sample
- Instrument and procedure
- Results
- Contextual Dimensions:
- Predictors of political development
- Discussion
- References
- 'The Origins of Virtue'
- should affective educationpay more attention to the 'biology of virtue'?
- Introduction
- Mechanistic morality?
- The tyranny of culture?
- The Machievellain route to true morality?
- Is morality subconscious?
- decisions without the guidance of subconscious emotion.The dependence of children on adult morality
- 'Tribal' morality
- Problems with modern culture
- References
- Reflections on parents'involvement in Learningbeyond Cognition
- Introduction
- Educational rationales
- Summarising the educational reasons
- The democratic rationales
- Summarising the democratic reasons
- Governmental/economic rationales
- Summarising governing and economic rationales
- Discussion
- References
- Part two: Perceptions of learning beyond cognition
- Breaking the curriculum code - citizenship education in Englandsince 2002
- Introduction
- Bernstein on curriculum
- Background to citizenship education: the English situation
- Towards the English National Curriculum
- The 'collection code' English Curriculum
- Citizenship education: the English idea
- Citizenship education: problems and tensions
- Citizenship education: a plea for an integratedcurriculum?
- Where next?
- References
- Learning by collaboratingon the Internet
- Terminology
- Forum Technology
- Modality
- Modality of speech
- Modality of writing
- Principles for the organization of teaching situations
- Web Parliament
- Conclusion
- References
- Viewpoints on recognitionand education
- On recognition
- The dialectic theory of the self
- The four ways of being
- On recognition and development
- On recognition and learning
- Final remarks
- References
- Beyond comprehension?- an educational response to deliberate self-harm
- Introduction
- What is 'Deliberate Self-Harm' (DSH)?
- A Report of Some Research
- Methodology
- Instances and prevalence of DSH
- Teachers' Awareness of Self-Harm
- Reactions to Self-Harm
- Training and Support
- Links between Schools and Support/Care Agencies
- Implications for Affective Education
- Casework
- The Affective Curriculum
- The School as a Community
- Training and Support
- Conclusions
- References
- Part three: Practising learning beyond cognition
- Effects of multiple intelligence based mathematics course on students' math anxiety and students' views about the course
- Introduction
- Mathematics training in the Turkish education system
- The objective of the study
- Method
- Subject
- Measurements
- Preparation and Application of MI Math Course (MIMC)
- Data Analysis
- Findings
- Math Anxiety
- Interview Analysis
- Math Achievement
- Perception towards Math
- Competencies before MIMC
- Competencies after MIMC
- Feelings about Math Problems before MIMC
- Feelings about Math Problems after MIMC
- Perceptions about MIMC
- Comparison of the Actual Lesson and MIMC
- What does it have?
- Free Writings about Math
- Discussion and Conclusion
- References
- Making the familiar strange to Pre-Service Teachers: Practicum as ethnography
- Beyond Cognition
- Concepts of Culture
- Ethnography
- The Culture of Ethnography
- Data Gathering
- Taking on the Role of the Ethnographer
- Analysis of Data
- Significant Outcome
- References
- The contribution of free playand structured activities in Forest School to learning beyond cognition - an English case
- What do we mean by learning beyond cognition?
- Our Forest School research
- How Forest Schools facilitate broader learningopportunities
- Structured activities
- Free play
- A comparison of free play and structured activities
- Discussion
- Conclusion
- References
- Learning beyond cognitionin the flexible school
- Introduction
- Research questions
- Hidden curriculum and communication in the 'industrial' school
- Methods and material for the empirical study
- Results of the empirical study: Institutional frames ofthe flexible school
- Results of the empirical study: Communicationstructure
- Results of the empirical study: methods of instruction and disciplinary techniques
- Conclusion
- References
- Values education in the Israeli educational system
- Values Education
- Values Education in a Sample of OECD Countries
- Values Education in Israel
- References
- Notes on the contributors
